This article by Fisher and Frey provides interesting insights into educational processes, as the authors convey ideas that are critical for an educator to comprehend. The writers define the concepts of an efficient practice in reading, including its length, periods, and goals (Fisher and Frey, 2019). I believe that the specification of these notions does not confine but rather directs teachers’ attention toward vital structural foundations that make an efficient course. The methods presented in the article outline a mode of learning that is both scientifically accurate and easy to understand. I intend to use specific examples of lesson structures and exercises in my work, as their benefits are apparent and applicable to different educational environments.
After reading the article, I concluded that the repetition of theoretical materials is a pointless pursuit, as it does not affect one’s actual skills past a certain point. Fisher and Frey (2019) write that “an element of effort” through the use of knowledge in practice with time-spaced attempts is a proper way to study (p. 381). The value of the writers’ work lies in the possibility of encouraging proficiency development in pupils through engaging and non-oppressive teaching strategies that focus on essential course objectives.
This article connects with the idea of timed application of students’ skills in practice, such as through chapter readings that are divided into weekly sections. It is critical for a teacher to make the experience of learning engaging for students, as they will comprehend the necessity of their skill development with genuine motivation and without burnout. I think that the organization of lessons and homework with a priority on practice is paramount for an educator. This article depicts this idea with excellent efficiency, revealing how the distribution of conscious efforts enhances one’s learning process.
Close Sentence Reading to Foster Decoding and Comprehension
After pondering on the paper by Minnery and Smith, I think that the presented mode of study is a compelling way to engage with students during reading activities. The DRAW pattern provided by the authors is a valuable way of structuring one’s lessons around both vocabulary expansion and spelling correction (Minnery and Smith, 2018). In my understanding, this approach has the potential to cement one’s knowledge through teacher-student cooperation. DRAW is a feasible tool for exploring complex subjects that ensures pupils’ comprehension of materials.
The subject of this writing brought me to the conclusion that complex texts have a profound role in early reading skill development. Minnery and Smith (2018) outline a way to implement “strategies to use when encountering more challenging words” and explain phonemes (p. 744). A teacher can assist their students with these notions by identifying what parts of a text cause issues and stuttering without having to return to these moments after a full review. In addition, close sentence reading (CSR) explores each word’s meaning within its immediate context, allowing students to associate their newly acquired knowledge with already-known concepts.
The article’s connection to reading proficiency development through CSR reveals the importance of teacher-student interactions that occur without interrupting the learning process. DRAW enables educators to avoid delaying words and phonemes analysis and ensures that children receive immediate feedback and necessary corrections. CSR has a prominent role in reading exercises, as this activity promotes discussions that associate students’ experiences with practical skills. This article can be used as a basis for engaging in classroom activities that enable communication and teamwork.
What Expert Teachers of Reading Should Know and Be Able to Do
For me, the content of this article written by Louisa Moats provoked thoughts regarding the application of psychology in reading lessons. I understand that a content-rich and supportive environment must be made to encourage students to gain skills. Moats (2020) further expands this notion by showing that “purposeful daily writing and reading” are vital for learners as they add context to one’s knowledge (para. 22). I realize that one’s ability to study texts is only hindered by improperly organized programs and classrooms. It is a teacher’s duty to diminish or eliminate the adverse factors from students’ educational environment.
In my interpretation, the topics discussed in this writing show why it is necessary to ensure the integrity of a classroom and lesson structures. An educator must guarantee that students comprehend the need to develop reading skills and also enjoy this process (Moats, 2020). Acquisition of this ability comes not only from instructions but from teachers’ efforts. However, this idea does not imply that directions do not matter. Courses must be rich in content for a suitable level and stem from appropriate teaching practices (Moats, 2020). Children must be encouraged to learn through continuous guidance and support.
It is apparent how the knowledge from this article benefits educators, as the psychology behind one’s willingness to improve their skills is defined by their attitude toward the subject. It is a teacher’s duty to educate children without exhausting them and keep their attention focused on specific ideas and goals. Developing efficient strategies is the foundation of a properly structured curriculum that will guide pupils through all stages of reading ability development. The article connects to the ideas from the course by explaining the reasoning behind learning objectives.
References
Fisher, D., & Frey, N. (2019). Practice makes learning permanent. The Reading Teacher, 73(3), 381-384. Web.
Minnery, A., & Smith, A. T. (2018). Close sentence reading to foster decoding and comprehension. The Reading Teacher, 71(6), 743-748. Web.
Moats, L. C. (2020). What expert teachers of reading should know and be able to do. American Federation of Teachers. Web.